Using WhatsApp in tourism ESP classes
A linguistic analysis of the language used, and grammatical mistakes made
DOI:
https://doi.org/10.37467/revhuman.v11.3973Keywords:
English for Tourism, Writing, Error-analysis, Grammar, Social networks, Informal language, EmojisAbstract
In this paper, we will analyse the language used by a group of Tourism ESP students on WhatsApp. The data will be analysed from different perspectives: a) the grammatical mistakes made, and b) the students´ degree of adaptation to the most common linguistic features in text messages. The results indicate that these students continue to make some basic grammatical mistakes they should have already overcome. Moreover, many linguistic features of text messages were encountered in their interventions such as punctuation overuse and deletion and overuse of sounds. Finally, they insert many emojis in their messages to express different meanings.
References
Afsyah, S. (2019). WhatsApp application in English Language Teaching (ELT) context: Media to describe people. Journal of Ultimate Research and Trends in Education, 1(1), 1-6. https://doi.org/10.31849/utamax.v1i1.2743
Ahmed, S. T. S. (2019a). WhatsApp and learn English: A study of the effectiveness of WhatsApp in developing reading and writing skills in English. ELS Journal on Interdisciplinary Studies in Humanities, 2(2), 148-156.https://doi.org/10.34050/els-jish.v2i2.6419
Ahmed, S. T. S. (2019b). Chat and learn: Effectiveness of using WhatsApp as a pedagogical tool to enhance EFL learners´ reading and writing skills. International Journal of English Language and Literature, 8(2), 61-68.https://doi.org/10.18488/journal.23.2019.82.61.68
Aktas, B., & Can, Y. (2019). The effect of WhatsApp usage on the attitudes of students toward English self-efficacy and English courses in the foreign language education outside the classroom. International Electronic Journal of Elementary Education, 11(3), 247-256. https://doi.org/10.26822/iejee.2019349249
Al Abiky, W.B. (2021). Days without schools: The effectiveness of WhatsApp, as an English learning tool, during COVID-19 pandemic. Revista Argentina de Clínica Psicológica, 30, 774-781. https://www.revistaclinicapsicologica.com/archivesarticle.php?id=402
Al Rashid, F. (2018). Functions of emojis in WhatsApp interaction among Omanis. Discourse, Context & Media, 26, 117-126. https://doi.org/10.1016/j.dcm.2018.07.001
Alazzawie, A. (2022). The linguistic and situational features of WhatsApp messages among high school and university Canadian students. SAGE Open, 12(1), 1-13. https://doi.org/10.1177/21582440221082124
Albogami, A., & Algethami, G. (2022). Exploring the use of WhatsApp for teaching speaking to English language learners: A case study. Arab World English Journal (AWEJ). 2nd Special Issue on Covid 19 Challenges, 2, 183-201. https://dx.doi.org/10.24093/awej/covid2.12
Alcántara-Plá, M. (2014). Las unidades discursivas en los mensajes instantáneos de wasap. Estudios de Lingüística del Español, 35, 223-242. https://infoling.org/elies/35/pdfs-word/elies35-9.pdf
Alghamby, R. Z. (2019). The impact of mobile language learning (WhatsApp) on EFL context: Outcomes and perception. International Journal of English Linguistics, 9(2), 128-135. https://doi.org/10.5539/ijel.v9n2p128
Allagui, B. (2015). Writing through WhatsApp: An evaluation of students writing performance. International Journal of Mobile Leaning and Organisation, 8(3-4), 216-231. https://doi.org/10.1504/IJMLO.2014.067022
Alzubi, A. A. F., & Singh, M. K. A. M. (2018). The impact of social strategies through smartphones on the Saudi learners’ socio-cultural autonomy in EFL reading context, International Electronic Journal of Elementary Education, 11(3), 31-40. https://doi.org/10.26822/iejee.2018143958
Andújar-Vaca, A. (2016). Benefits of mobile instant messaging to develop ESL writing. System, 62, 63-76. https://doi.org/10.1016/j.system.2016.07.004
Andújar-Vaca, A., & Cruz-Martínez, M.S. (2017). Mensajería instantánea móvil: Whatsapp y su potencial para desarrollar las destrezas orales. Revista Comunicar, 50(XXV), 43-52. https://doi.org/10.3916/C50-2017-04
Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on learning and retention of collocation knowledge among Iranian EFL learners. Advances in Language and Literary Studies, 7(5), 112-127. http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.112
Astarilla, L., & Warman, D. (2017). The effect of WhatsApp in blended leaning on English as a Foreign Language (EFL) undergraduate students´ reading comprehension. In Y. Rozimela, S. Fatimah, Z. Amri, D. Anwar, H. Ardi, & M.A. Arianto (Eds.), Advances in social science, education and humanities research: Vol. 10. Proceedings ofthe 5th ISELT Conference (pp. 74-77). Atlantis Press. https://doi.org/10.2991/iselt-17.2017.14
Awada, G. (2016). Effect of WhatsApp on critique writing proficiency and perceptions toward learning. Journal of Cogent Education, 3, 1-25. http://dx.doi.org/10.1080/2331186X.2016.1264173
Bataineh, R. F., Al-Hamad, R. F., & Al-Jamal, D. A. (2018). Gender and EFL writing. Does WhatsApp make a difference? Teaching with Technology, 18(2), 21-33. https://files.eric.ed.gov/fulltext/EJ1177754.pdf
Bensalem, E. (2018). The impact of WhatsApp on EFL students’ vocabulary learning. Arab World English Journal, 9(1), 23-38. https://dx.doi.org/10.24093/awej/vol9no1.2
Berti, M. (2020). Instagram in the foreign language classroom: Considerations and limitations. Journal of Second Language Acquisition and Teaching, 26, 5-14. https://journals.librarypublishing.arizona.edu/jslat/article/2167/galley/2416/view/
Biber, D., & Conrad, S. (2009). Reguster, genre, and style. Cambridge University Press.
Botella-Tejera, C.M., & Galindo-Merino, M.M. (2017). Teaching apps for the learning of languages through sports: Technology and sports in the English and Spanish as a L2/FL classroom. Language Value, 9(1), 89-131. https://doi.org/10.6035/LanguageV.2017.9.5
Boyd, D. (2014). It´s complicated: The social lives of networked teens. Yale University Press.
Burge, J. (2013). Emojipedia. https://emojipedia.org
Calero-Vaquera, M.L. (2014). El discurso del WhatsApp: entre el Messenger y el SMS. Oralia, 17, 87-116. https://doi.org/10.25115/oralia.v17i.8001
Çetinkaya, L., & Sütçü, S. S. (2018). The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning, 34, 504–514. https:// doi.org/10.1111/jcal.12255
Conde, M.Á., Rodríguez-Sedano, F.J., Rodríguez-Lera, F.J., Gutiérrez-Fernández, A., & Guerrero-Higueras, Á.M. (2019). Analyzing students’ WhatsApp messages to evaluate the individual acquisition of teamwork competence. In P. Zaphiris, & A. Ioannou (Eds.), HCII 2019. LNCS: Vol. 11591 (pp. 26–36). Springer. https://doi.org/10.1007/978-3-030-21817-1_3
Conde, M.Á., Rodríguez-Sedano, F.J., Rodríguez-Lera, F.J., Gutiérrez-Fernández, A., & Guerrero-Higueras, Á.M. (2021). WhatsApp or Telegram? Which is the best instant messaging tool for the interaction in teamwork? In P. Zaphisis, & A. Iannou (Eds.), Learning and collaboration technologies. New challenges and learning experiences. Proceedings of the 23rd HCI International Conference (pp. 239-249). Springer.
Ebadi, S., & Bashir, S. (2021). An exploration into EFL learners´ writing skills via mobile-based dynamic assessment. Education and Information Technologies, 26(1), 1995-2016. https://doi.org/10.1007/s10639-020-10348-4
Fathy, S. A. F. (2015). The effectiveness of using WhatsApp messenger as one of mobile learning techniques to develop students‘ writing skills. Journal of Education and Practice, 6(32), 115-127. https://files.eric.ed.gov/fulltext/EJ1083503.pdf
Ellison, N.B., & Steinfield, C. (2006, June 19-23). Spatially bounded online social networks and social capital: The role of Facebook [Conferece presentation]. Annual Conference of the International Communication Association (ICA), Dresden, Germany.
Garrote, M. (2018). Instant messaging for improving literacy and communication skills in FLT: students´ evaluation. The EUROCALL Review, 26 (2), 19-29. https://doi.org/10.4995/eurocall.2018.10373
Gómez-Camacho, A., & Gómez-del-Castillo, M. T. (2015). Escritura ortográfica y mensajes de texto en estudiantes universitarios. Perfiles Educativos, 37(150), 91-104. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982015000400006
Gómez-del-Castillo, M.T. (2017). Utilización de WhatsApp para la comunicación en titulados superiores. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 15(4), 51-65. https://doi.org/10.15366/reice2017.15.4.003
Gutiérrez-Colón Plana, M., Gimeno, A., Appel, C., & Hopkins, J. (2015). Improving learners´ reading skills through instant short messages: A sample study using WhatsApp. In A. Gimeno, M. Levey, F. Blin, & D. Barr (Eds.), WolrdCALL: Sustainability and computer-assisted language learning (pp. 266-281). Bloomsbury Academic. https://doi.org/10.5040/9781474248327
Han, T., & Keskin, F. (2016). Using a mobile application (WhatsApp) to reduce EFL speaking anxiety. Gist Education and Learning Research Journal, 12, 29-50. https://doi.org/10.26817/16925777.243
Handayani, F. (2016). Instagram as a teaching tool? Really? In D. Rusdi, Z. Amri, D. Anwar, D. Wahyuni, & A. Adnan (Eds), Proceedings of the 4th International Seminar on English Language & Teaching (pp. 320-327), Indonesia. http://ejournal.unp.ac.id/index.php/selt/article/view/6942/5476
Handayani, F. (2017). Students´ attitudes toward using Instagram in teaching writing. Journal of Educational Studies, 2(1), 23-29. http://dx.doi.org/10.30983/educative.v2i1.318
Hanif, N., & Sajid, M. (2019). Usefulness of WhatsApp in the process of English language learning among undergraduate students: A perception study. Journal of Communication and Cultural Trends, 1(2), 27-42. https://doi.org/10.32350/jcct.12.03
Hashemifardnia, A., Namaziandost, E., & Esfahani, F. (2018). The effect of using WhatsApp on Iranian EFL learners´ vocabulary learning. Journal of Applied Linguistics and Language Research, 5(3), 256-267.
Hasri-Ainun, N., Nurweni, A., & Sholihah, L. (2020). The students´ perception of voice chatting through WhatsApp in speaking class. The 2nd ICOPE 2020 (pp. 1-7). Universitas Lampung.
Hazaea, A. N., & Alzubi, A. A. (2018). Impact of mobile assisted language learning on learner autonomy in EFL reading context. Journal of Language and Education, 4(2), 48-58. https://doi.org/10.17323/2411-7390-2018-4-2-48-58
Jafari, S., & Chalak, A. (2016). The role of WhatsApp in teaching vocabulary to Iranian EFL leaners at junior high school. English Language Teaching, 9(8), 85-92. http://dx.doi.org/10.5539/elt.v9n8p85
Jamal-Kaid, M.A., & Salim-Beg, M. (2011). The linguistic features of texting. In R. Nayar, P. Sayal, D. Gupta, S. Kaushik, & A. Sarwal (Eds.), Proceedings of the 33rd ALL India Conference of Linguists (pp. 1-10). Panjab University.
Jarvis, S., & Pavlenko, A. (2008). Crosslinguistic influence in language and cognition. Routledge.
Khan, R. M. I., Radzuan, N. R. M., Farooqi, S. H., Shahbaz, M., & Khan, M. S. (2021). Learners’ perceptions on WhatsApp integration as a learning tool to develop EFL vocabulary for speaking skill. International Journal of Language Education, 5(2), 1-14. https://doi.org/10.26858/ijole.v5i2.15787
Kheryadi, K. (2018). The implementation of WhatsApp as a media of English language teaching. Loquen: English Studies Journal, 10(2), 1-14.
http://jurnal.uinbanten.ac.id/index.php/loquen/article/view/685
Kulavuz-Onal, D., & Vásquez, C. (2018). “Thanks, shohran, gracias”: Translingual practices in a Facebook group. Language Learning & Technology, 22(1), 240-255. https://doi.org/10125/44589
Kuppuswamy, S., & Narayan, P. S. (2010). The impact of social networking websites on the education of youth. International Journal of Virtual Communities and Social Networking (IJVCSN), 2(1), 67-79. http://doi.org/10.4018/jvcsn.2010010105
Lauricella, S., & Kay, R. (2013). Exploring the use of text and instant messaging in higher education classrooms. Research in Learning Technology, 21, 1-17. https://doi.org/10.3402/rlt.v21i0.19061
Minalla, A. (2018). The effect of WhatsApp chat group in enhancing EFL learners’ verbal interaction outside classroom contexts. English Language Teaching, 11(3), 1-7. http://doi.org/10.5539/elt.v11n3p1
Mustafa, E. N. E. (2018). The impact of YouTube, Skype and WhatsApp in improving EFL learners’ speaking skill. International Journal of Contemporary Applied Researches, 5, 18-31. http://ijcar.net/assets/pdf/Vol5-No5-May2018/02.pdf
Namaziandost, E., Suryadi, R., & Shafiee, S. (2020). Using mobile instant messaging in teaching vocabulary to pre-intermediate EFL learners: The case of WhatsApp. Journal of English Education, 5(1), 1-10. https://doi.org/10.31327/jee.v5i1.1162
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
Reinhardt, J., & Chen, H.I. (2013). An ecological analysis of social networking site-mediated identity development. In M.N Lamy, & K. Zourou (Eds.), Social Networking for Language Education (pp. 11-30). Palgrave Macmillan. https://doi.org/10.1057/9781137023384_2
Sahan, O., Çoban, M., & Razi, S. (2016). Students learn English idioms through WhatsApp: Extensive use of smartphones. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 1230-1251. https://app.trdizin.gov.tr/publication/paper/detail/TXpJd01UZzRPQT09
Sakkir, G., Dollah, S., & Ahmad, J. (2020). Students´ perceptions toward using YouTube in EFL classrooms. Journal of Applied Science, Engineering, Technology, and Education, 2(1), 1-10. https://doi.org/10.35877/454RI.asci2125
Sampietro, A. (2016). Exploring the punctuating effect of emoji in Spanish WhatsApp chats. Lenguas Modernas, 47, 91-113.
Sparkling heart emoji (2013). https://emojis.wiki/sparkling-heart/
Vázquez-Cano, E., Mengal-Andrés, S., & Roig-Vila, R. (2015). Análisis lexicométrico de la especificidad de la escritura digital del adolescente en WhatsApp. Revista de Lingüística Teórica y Aplicada, 53(1), 83-105. http://dx.doi.org/10.4067/S0718-48832015000100005
Warner, C., & Chen, H.I. (2017). Designing talk in social networks: What Facebook teaches about conversation. Language Learning & Technology, 21(2), 121-138. https://dx.doi.org/10125/44614
Yudi-Wahyudin, A., & Mulya-Sari, F. (2018). The effect of Instagram on the students´ writing ability at undergraduate level. In P. Jufrizal, R. N. Rosa, S. Fatimah, D. Anwar, H. Ardi, & A. Arianto (Eds.), Proceedings of the International Conference on English Language Teaching and Learning 2018 (pp. 1-9). Atlantis Press.
Yunus, M.M., Salehi, H., & Chenzi, C. (2012). Integrating social networking tools into ESL writing classroom: Strengths and weaknesses. English Language Teaching, 5(8), 42-48. http://dx.doi.org/10.5539/elt.v5n8p42
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
